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This study reports on the development and revision of an instrument to measure the relationship between workplace bullying and envy, as reported by the perpetrator of bullying. In the pilot study, referred to as Phase A, measures of workplace bullying, direct envy and indirect envy were developed. The constructs of envy and bullying were captured without the undesirable labels of ‘bullying’ and ‘envy’. The pilot instrument was administered to a random sample of 200 employees. A total of 74 questionnaires were returned, resulting in a 37% response rate. Psychometric analysis included Cronbach’s alpha and exploratory factor analysis. Written participant feedback was sought on question clarity and construct validity. The results indicated that the envy and bullying subscales had satisfactory internal reliability and construct validity and that the indirect participant-character methodology was the preferred measure of envy for the affect of anger. The relationship between envy and workplace bullying was investigated using Pearson product moment correlation coefficients. Results showed a positive relationship between envy and informal bullying. It was concluded that the instrument was a reliable and valid self-reported measure of envy and workplace bullying. The pilot instrument was adapted in Phase B of the study to improve its psychometric properties. Using the revised instrument, self-reported data on envy and workplace bullying were collected from a population of Australian workers in nursing, teaching and electrical trades. There were 1545 questionnaires distributed. A total of 413 usable questionnaires were returned, giving a response rate of 27%. Psychometric analysis included Cronbach’s alpha and confirmatory factor analysis. Gossip related behaviours were found to be related to a different construct than ‘bullying’ and these items were deleted from the analysis. A one way between-groups analysis of variance (ANOVA) with post hoc tests was performed to explore the impact of industry (nursing, teaching and electrical trades) on bullying scores. Results showed small yet significant between-industry differences for informal bullying, with significant moderate differences for total bullying. In Phase B of the study, the relationship between envy and workplace bullying was investigated for the sample (N = 413) and ‘high anger’ envy groups, using Pearson product moment correlation coefficients. ‘High anger’ was not measured as ‘overt aggression’, but as envious anger felt toward the possessor of superior traits. The major findings from this research were that envy had a positive significant (p < .05) relationship with all types of workplace bullying: informal bullying, formal bullying and total bullying. Further, the correlations between envy and all types of workplace bullying were found to increase for ‘high anger’ groups. Large (r > .70) significant (p < .05) correlations were found for some of the highest anger groups. As envious anger increased, the strength of the correlation between envy and workplace bullying increased. An important finding to emerge from this research was that it is the psychoanalytic view of envy, marked by a ‘feeling of envious anger at the possessor of superior traits’, which was most associated with all types of workplace bullying. The results demonstrated that the self-report study managed to overcome some of the methodological challenges of studying bullying from the perspective of the perpetrator and of measuring undesirable concealed emotions such as envy. Several recommendations for future research and preventative workplace practice arose from the findings of this study. Future research should apply the objective methodology employed in this study to longitudinal self-reported studies. Such studies could provide insight into whether bullying is a static or an escalating process. Related to this, future studies need to investigate why bullying, as reported by the perpetrators of bullying in this study, is either not deterred by organisations or not formally reported by targets. The role of organisations in monitoring and preventing workplace bullying and the apparent inadequacy of workplace bullying policies and internal grievance processes warrant further research. There needs to be greater awareness of the potential for organisations to elicit [harmful] envy through workplace ‘rewards’. Investigation of the ‘progression of envious feelings’ at work may assist organisations to mitigate the escalation of envious feelings toward anger, which was found to be most associated with workplace bullying in this study. Importantly, organisations need to be aware of the potential for rewarded and talented workers to become targets of workplace bullying. As such, further workplace research is needed on narcissists, who envy those who receive more attention, praise or acknowledgement than themselves (Australian Government Department of Employment and Workplace Relations, 2007). Given the ubiquitousness of envy reported on in this study, the ‘spectrum’ of narcissistic tendencies in the general population (Foster & Campbell, 2007) should be measured.

Workplace bullying is a serious and frequently occurring workplace issue that can have a number of negative, sometimes devastating consequences for employees who are targeted. At the same time, there are many employees who, despite being exposed to frequent and persistent bullying in the workplace do not label themselves bullied. This thesis investigated a number of behavioural, individual and contextual variables that were predicted to have an influence on the perceived severity of workplace bullying behaviours and the actual labelling of the behaviours as bullying using established workplace bullying measures and vignettes. Overall, the results indicated that the perceived severity and labelling of workplace bullying behaviours were influenced by the behaviours involved, by characteristics of the employee being subjected to the behaviours, by characteristics of the employee perpetrating the behaviours and by the connection that the target???s co-workers had to the bullying interaction. Specifically, the analyses indicated that behaviours that personally ridiculed the target were perceived as severe and as bullying more frequently than other categories of bullying behaviour. Participant gender and current experience with workplace bullying were also revealed to be predictive of whether negative workplace behaviours were perceived as severe and bullying in nature. The formal position held by the perpetrator relative to the target was revealed to influence whether the behaviours were perceived as severe. The formal position of the perpetrator, the presence of others during the bullying act and the knowledge that others in the workplace were also being targeted significantly influenced whether the behaviours were labelled as bullying in nature.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Thesis (Ed.D.)--Liberty University School of Education, 2009. / Includes bibliographical references.

Thesis (Ph.D.) -- University of Rhode Island, 2008. / Typescript. Includes bibliographical references (leaves 70-78).

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

MORAES, Késia Marques. Bullying entre escolares do ensino médio : o fenômeno em escolas do município de Sobral - Ceará. 2012. 84 f. Dissertação (Mestrado em Saúde Pública) - Universidade Federal do Ceará. Faculdade de Medicina, Fortaleza, 2012. / Submitted by denise santos (denise.santos@ufc.br) on 2013-12-18T16:22:34Z No. of bitstreams: 1 2012_dis_kmmoraes.pdf: 1051050 bytes, checksum: 09a2e1429d2f9ce592dd131a68ef4d97 (MD5) / Approved for entry into archive by denise santos(denise.santos@ufc.br) on 2013-12-18T16:26:29Z (GMT) No. of bitstreams: 1 2012_dis_kmmoraes.pdf: 1051050 bytes, checksum: 09a2e1429d2f9ce592dd131a68ef4d97 (MD5) / Made available in DSpace on 2013-12-18T16:26:29Z (GMT). No. of bitstreams: 1 2012_dis_kmmoraes.pdf: 1051050 bytes, checksum: 09a2e1429d2f9ce592dd131a68ef4d97 (MD5) Previous issue date: 2012 / Bullying is the name used for a range of aggressive behaviors, delivered in an intentional and repetitive way, without an apparent motivating stimulus. It can be variously classified as: verbal, physical and material, psychological and moral, sexual and virtual or ciberbullying. The study objectives were to analyze the situation of bullying among students of the Public Schools in Sobral - CE, to describe the socioeconomic, cultural and behavioral of the students, to identify situations in which students find themselves as victims, aggressors or observers and investigate the confrontation mechanisms of the victims against the bullying. This is a cross-sectional study conducted from September to December 2011 in thirteen state schools in the city of Sobral – CE with 369 students. To identify differences between groups of students who were victims, witnesses and aggressors were conducted Pearson’s chi-square test being used p value less than 0.05. The data were analyzed in Excel and SPSS 15. The results show that 18.4% of students consider themselves victims of aggression, the witnesses are configured in 44.4% and 9.5% are classified as aggressors. As to the types of aggression, there is the verb form, identified by 75% of students surveyed, followed by psychological and physical form. With regard to age, the older, lesser is the chance of the student becoming victim of aggression (p <0.05). By associating the family arrangement with the presence or absence of aggression (p <0.05), those whose parents are separated / divorced are more likely to be abused than children of married parents. When it comes to variety and age, students in third grade and older witness fewer episodes of aggression (p <0.05). About the event location, the classroom is configured as primary site, followed by the space time interval. But, as regards the number and age, students of 3rd year and older witness fewer episodes of aggression (p <0.05). This study may contribute to help parents, educators, students, health professionals and managers in facing this problem in search of an acting education with effective public policies. / Bullying é a denominação utilizada para um conjunto de comportamentos agressivos, emitidos de maneira intencional e repetitiva, sem um estímulo motivador aparente. Pode ser classificado de diversas formas, como: verbal, física e material, psicológica e moral, sexual e virtual ou ciberbullying. Os objetivos do estudo foram: analisar a situação do bullying entre estudantes do Ensino Médio de Escolas Públicas de Sobral – CE; descrever o perfil socioeconômico, cultural e comportamental dos estudantes; identificar situações em que os estudantes se encontram como vítima, observadores ou agressores e investigar os mecanismos de enfrentamento das vítimas frente ao bullying. Trata-se de um estudo transversal, realizado nos meses de setembro a dezembro de 2011 em treze escolas estaduais do município de Sobral – CE com 369 estudantes. Para identificar diferença entre os grupos de alunos que eram vítima, testemunha e agressor, foram realizados teste de qui-quadrado de Pearson e Fisher, sendo utilizado valor de p menor que 0,05. Os dados foram analisados em Excel e SPSS 15. Os dados encontrados mostraram que 18,4% dos estudantes consideram-se vítimas de agressão, as testemunhas se configuram em 44,4% e 9,5% deles se classificaram como agressores. Quanto à tipologia das agressões, destaca-se a forma verbal, identificada por 75% dos estudantes pesquisados, seguido da forma psicológica e física. No que diz respeito à idade, quanto maior a idade, menor a chance dele vir a ser vítima de agressão (p<0,05). Ao associar o arranjo familiar com a presença ou não de agressão (p<0,05), filhos de pais separados/divorciados tem mais chances de serem agredidos do que filhos de pais casados. Quando se trata da série e idade, os alunos do 3º ano e os mais velhos presenciam menos episódios de agressão (p<0,05). Sobre o local do evento, a sala de aula configura-se como principal local, seguido dos espaços na hora do intervalo. Mas, no que diz respeito à série e idade, os alunos do 3º ano e os mais velhos presenciam menos episódios de agressão (p<0,05). Este estudo poderá contribuir para ajudar pais, educadores, estudantes, profissionais de saúde e gestores no enfrentamento deste problema na busca de um agir educativo com políticas públicas efetivas.

ayar.nv@gmail.com / Cartas al editor

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